Roberts Elementary, Houston ISD

Roberts Elementary, Houston Independent School District, Texas
IB World School and Fine Arts Magnet
Rita Graves, Principal

Sunday, April 28, 2013

News From Mrs. Graves

WOW!  Nearly 11,000 views on The Principal's Page!

Upcoming Events
Wednesday, May 1  School Tour, 9:00 am; 4th Gr Parent Meeting, 6:300 pm
Thursday, May 2  Barnes and Noble Book Fair w/Piano and Violin Performances, 4:30-8:00 pm
Friday, May 3  BoxTop Collection; PTO Meeting, 8:10 am
Saturday, May 4  Rockin' Roll Carnival, 10:00 am-2:00 pm

Monday, May 6 - Friday May 10  Stanford Testing (daily, check classroom testing schedule)
Thursday, May 9  SDMC Meeting, 3:30 pm

Monday, May 13 - Friday, May 17  Teacher Appreciation Week
Thursday, May 16  Arts in the Park, featuring 4th Gr Recorder Jamboree plus many more


What is IIM?
After nearly two full years of implementation, we are seeing remarkable improvement in students' ability to tackle research.  IIM, or Independent Investigation Method, is a child-friendly, research-based step-by-step process, used across the U.S. and internationally in schools to help children recognize and use the discrete steps for doing quality research, with equally strong products.  Last year we implemented IIM in every classroom from Kindergarten to 5th grade.  Each year students work together through a guided research process and in our upper grades, complete independent research in small groups or individually.  (You've probably heard about notefacts, that's Step 3.) 

Taken from the IIM parent curriculum, The Parent Guide to Raising Researchers, there are 7 steps within IIM:
  1. Step 1 - TOPIC: Deciding What to Study.  Researchers record information they already know (facts) and what they want to learn (questions about a topic they have chosen of have been assigned.
  2. Step 2 - GOAL SETTING: Making a Plan.  Before looking for information, researchers develop a time management plan, record questions to guide their study, and identify possible sources of information.
  3. Step 3 - RESEARCH: Discovering Many New Facts.  Researchers use a variety of resources and strategies to gather and record information, focusing on the goals set in Step 2.
  4. Step 4 - ORGANIZING: Putting it All Together.  Researchers organize new information into usable categories which help them analyze and interpret their findings for use in a paper or project.
  5. Step 5 - GOAL EVALUATION: Checking on What Was Accomplished.  Using the goals set in Step 2, researchers check to see if they have fulfilled the assignment requirements and then evaluate the quality of their work completed during the first four steps.
  6. Step 6 - PRODUCT: Creating Something to Show What Was Learned.  Researchers write reports and papers, and/or create a variety of projects to show what they have learner in their studies.
  7. Step 7 - PRESENTATION: Sharing the New Knowledge.  Researchers present their new knowledge to an appropriate audience.
In an inquiry-based learning environment, it is critical that children begin by questioning, and know how to follow through the process to create strong products, whether it be through traditional reports, oral presentations, or unique products like the Living Inventor Museum next week that our 3rd graders will be presenting. As children become more confident with the research process through elementary school, we expect they will be fairly independent with it in middle and high school.


Why Mixed-Ability Grouping?
Occasionally parents ask me why we don't use ability grouping to create GT classes.  International Baccalaureate considers mixed-ability grouping to be a "best practice" for the Primary Years Programme.  The IB mission statement says "...encourage students across the world to become active, compassionate and life long learned who understand other people, with their differences, can also be right."   

Students develop that understanding about "people, with their differences" through interaction with people who have different gifts, beliefs and understandings about the world.  IB considers a variety of grouping strategies as a critical part of the learning environment.  An excerpt from The Primary Years Programme as a model of transdisciplinary learning states, "Mixed-ability grouping based on shared interest frequently supports collaborative learning during the transdisciplinary units of inquiry.  Regrouping provides opportunities to work with others who provide different skill sets and perspectives."

Also from The Primary Years Programme as a model of transdisciplinary learning, "Learning as a member of a group, while supporting the learning of others within the group, is a value embedded in the principles and practices of the PYP.  Learning is a social act that reflects the community in which it is taking place.  The community that the PYP promotes is defined in the IB mission statement, the IB learner profile, the PYP curriculum model with its transdisciplinary dimensions, and the PYP implementation standards and practices.  That community is supportive, not competitive, reflects a broad spectrum of society, not an elite cohort; is integrated, not stratified; and is committed to lifelong learning, not learning to address solely summative assessment outcomes.

IB suggests flexible grouping strategies within the mixed-ability classroom for specific activities and purposes will adequately address individual student needs.  "The major advantage of within-class flexible grouping is the temporary nature of groups, where students are assessed regularly for growth and regrouped based on that assessment. There should be opportunity for a range of groupings to ensure that all learners can be engaged in work that is meaningful for and appropriate to their specific learning needs..."

At Roberts we have a variety of flexible grouping strategies that help us match our instruction to your child's needs.  For example, instead of using the grade level reading basal (text book) that is too hard for some, and too easy for others, as the primary curriculum, teachers assess our students by listening to them read, paying close attention to miscues (errors), fluency (rate of reading) and comprehension.  Teachers can determine your child's independent reading level and instructional reading level to match children to "just right" books, and can target the specific skill areas with strategies for improving reading.  Your child may be working on using strategies for improving accuracy, or may be accurate at the current level, but may be working on developing strong fluency (rate, phrasing and intonation).  This allows students who are above level readers to receive instruction to develop strategies for comprehending more complex texts, while students who are still struggling to read on grade level are provided instruction to help them develop proficiency at their own level. 


Districtwide Survey: Your Voice
Opens Wednesday, May 1st
This week in the Tuesday folder you will receive an envelope with a survey addressed specifically to you.  Parents will receive one survey per school via the oldest child in the Tuesday folder.  You may complete the paper survey, or use the individual code on the paper survey to complete it online.  Please consider completing the survey at your earliest convenience.  We do not have access to the individual codes from your paper survey.

The purpose of the customer satisfaction survey is to better understand the needs of our schools and how we've progressed toward district goals.  Also, survey feedback is an important component of the Board's Monitoring System and district oversight reporting. 


School Survey
Have you responded yet to the school-based survey?  So far, 115 parents have given us their feedback.  Your opinion counts.  Take a few minutes to let me know what we are doing well and what we should be working on to improve.
https://www.surveymonkey.com/s/ZWSYN2D


Are you receiving the Tuesday Folder email blasts? 
Are you able to access parent content on the website after signing in?  If not, email our webmaster at information.services@robertselementary.org 

Sunday, April 21, 2013

News From Mrs. Graves

Upcoming Events
Monday 4/22  Kindergarten Earth Day Fashion Show, 2 pm
Tuesday, 4/23  STAAR Testing, 3rd and 4th Gr Math
Wednesday, 4/24  STAAR Testing, 3rd and 4th Gr Reading, 5th Gr Science; +Talk IV: The Tween/Teen Brain: A +Oxymoron?, 7:00 pm St. Paul's School
Thursday, 4/25  IBPYP Art Show, 6:00 pm
Friday, 4/26  Camp Read A Lot; Father Daughter Dance, 6:00 pm (ticketed event, sold out)

Wednesday, 5/1  School Tour, 9:00 am
Thursday, 5/2 Barnes and Noble Book Fair w/Piano and Violin Performances, 4:30-8:00 pm
Friday, 5/3  Box Top Collection; PTO Meeting, 8:10 am
Saturday, 5/4  Carnival, 10:00 am - 2:00 pm


Roberts Elementary Earns "A", Ranked in Top 2%
Houston non-profit organization, Children at Risk, released 2013 school report cards.  Roberts Elementary moves from Number 25 to Number 13, out of 775 elementary schools in the eight-county greater Houston area, placing us in the top 2% of Houston area elementary schools.  Learn more about the weighted formula Children at Risk uses in the Houston Chronicle or on the Children at Risk website at www.childrenatrisk.org


So Many Opportunities to Give us Feedback...

Roberts School Effectiveness Survey (Open Now!)
As always, it is important I hear from you as we solidify plans for next year.  It is important that I hear from all parts of our school community.  Parents may go to https://www.surveymonkey.com/s/ZWSYN2D  to complete the Parent Survey.  Students will complete the online survey in ASL in early May.  This survey is our in-house opportunity to find out what we are doing well with, and what needs improvement. 

+Works Survey (Closes Soon)
Have you taken time to give your feedback on +Works and the impact on our work to improve understanding about bully behaviors and empower the upstander?  Copy and paste the link to complete the survey https://www.research.net/s/2013robertsparentguardian
Districtwide Survey (Opens May 1st)
The Houston Independent School District has commissioned a confidential, third-party, districtwide survey of students, parents, teachers, campus administrators, and community members to gather information on how we've progressed toward district goals, to better understand the needs of our schools, and to foster a culture of community engagement that will help guide future initiatives.

The Your Voice survey will be conducted May 1-20, 2013 for parents, teachers, campus administrators and community members.  Student surveys will start May 20 and end on May 31, 2012.  Parents and students will have the option of completing the survey online or on paper.

For more information on the Your Voice survey, go to www.houstonisd.org/YourVoice



Sunday, April 14, 2013

News From Mrs. Graves

Upcoming Events
Monday, 4/15
Tuesday, 4/16  4th gr Parent Tour at Pershing
Wednesday, 4/17
Thursday, 4/18  Teacher Appreciation Lunch hosted by Kinder); SDMC Meeting
Friday, 4/19

Monday, 4/22
Tuesday, 4/23  STAAR Testing (3rd & 4th gr)
Wednesday, 4/24  STAAR Testing (3rd, 4th & 5th gr); +Talk IV: The Tween/Teen Brain
Thursday, 4/25  IBPYP Art Show at River Oaks Elementary, 6-8 pm
Friday, 4/26  Camp Read A-Lot; Father Daughter Dance (ticketed event)

Thursday, 5/2  Barnes & Noble Book Fair, 4:30-8:00 pm
Saturday, 5/4  Carnival


Library Updates
Each year we inventory the library collection and review the statistics that tell us about the collection.  After last year's inventory we had to begin planning for an update to our collection.  While we exceeded the criteria for Exemplary Program Development found in the Standards and Guidelines for Texas on number of books per student, our collection contained too many books that are out-of-date or never checked out. 

For many years our goal was to increase our collection size, so weeding was done in a very limited way.  Now, as our collection has grown it has also aged (average age 1995), and we are outgrowing our space.  We needed to weed to make space for new, more up-to-date books.  Weeding is a systematic process for removing books from the collection, specifically removing books with poor or out-of-date content (books about the internet published in 1990 don't contain current information), poor appearance (worn, dirty or yellowed) or materials that are unused.

This past weekend, HISD Library Services organized a group of librarians to come and assist us in weeding our collection.  The books that have been weeded fall into two categories: 
  • Most books weeded from the shelves may be adequate for a child's home library, particularly in the event the child has limited access to books at home.  Later this week, we will invite Roberts students to take a book home that can become part of their own collection.  Books that are not taken by Roberts students will be delivered to Crespo Elementary, our partner school, for their students to take home for their collection.  
  • Some books show signs of molding, they have either not been used in many years, or have fallen victim to leaking lunches in the backpack.  Those have been discarded and are not being sent home with children.
So, what are the next steps for our library?  We will be working with a library vendor to complete a full analysis of our current library collection.  They will learn about our needs, and will make recommendations to support an update to our collection.  We will also be exploring the feasibility of ebooks and a BYOD (bring your own device) program for the elementary library. 

We will begin ordering new books over the summer.  I have designated funds to support this upgrade, but will also be inviting our families to make a donation for just one book.  Watch for your chance to be part of this really important work for our school community.

**The work this weekend would not have been possible without the many hours parents volunteered to help.  Much thanks to Maureen Glancey, Kelly Wehrer, Kirsty McCormack, Niall McCormack, Ali Pilcher, Anjum Khan, Layla Unger, McNair Johnson, Qiao Xue, Natalie Smith, and Rachel Carleton.  (It was a long day...I hope I didn't forget anyone!!!)  Thank you!


Spotlight on IB:
Approaches to Teaching and Learning
excerpt from Toward a Continuum of International Education
For the sake of clarity the approaches to teaching and learning are described under three headings:
  • learning how to learn  (last blog post)
  • structured inquiry (last blog post)
  • critical thinking  (this blog post)
In reality these categories overlap and describe complementary approaches.

The IB learner profile states that IB students strive to become "thinkers" by applying thinking skills critically and creatively to approach complex problems and make decisions.  To think critically is to be curious, to question, to connect, to search for alternative reasons or explanations, to challenge, to be able to stand back and take an objective view.  Students, therefore, must be taught the tools of critical thinking in appropriate contexts, as well as how to apply them rigorously.

To think critcally means students reflecting on, thinking about and analysing a text, argument or opinion so that they do not just accept what is stated but form their own judgment.  To think critically is to explore and understand the reasons for beliefs and their implications.  In our 21st century knowledge society we have never had so much information, in such a variety of forms and from such a range of sources.  It is therefore essential that students learn how to think critically so as to be able to:
  • determine the validity and authenticity of what they read or hear
  • questions attitudes and history behind what they read or hear
  • develop the confidence and experience with which to form an opinion.
It is also essential that IB students have the opportunity to engage with subject matter that is relevant, provocative, challenging and signficant and with which they can employ their critical-thinking skills to the full.

Reminder...Make Plans to Attend!
+Talk IV: The Tween/Teen Brain
Wednesday, 4/24, St. Paul's School


Have a great week!















Sunday, April 7, 2013

News From Mrs. Graves

Upcoming Events
Monday, 4/8
Tuesday, 4/9  5th Grade Class Picture (wear 5th gr t-shirt); Kids Care Shoe Drive begins
Wednesday, 4/10  Prospective Parent Tour, 9:00 am
Thursday, 4/11
Friday, 4/12  Rice Baseball Bash, 6:30 pm (order tickets in advance)
Monday, 4/15
Tuesday, 4/16  Pershing MS Tour for 4th gr Parents
Wednesday, 4/17  Name That Book Competition
Thursday, 4/18  SDMC Meeting, 3:30 pm
Friday, 4/19

Need details on calendar events?  Check the Roberts website at www.robertselementary.org


Many Thanks!
WOW!  BIGGEST COMMUNITY NIGHT EVER!  Many thanks to Esther and John Pastore and all the extra hands that made Saturday night such a huge success!  Our community really came together, with the greatest turn out in community night history.  It was wonderful seeing everyone there!

Lunchtime at Roberts
I have heard recently that there may be confusion about our lunch policies.  We have not changed any of our policies about parents having lunch with their children.  You are welcome to join your child for lunch.  You will need to check-in at reception and get a visitors badge.  You will meet your child in the Cafe, and we ask that you get a folding chair to sit next to your child.  When its time, please say goodbye to your child in the Cafe so that the classroom routines are not disrupted.

If you are bringing lunch to your child but don't intend to stay, you may leave the lunch at reception, or you may come when your child is going to lunch and may take the lunch to the Cafe.  Please let your child know if you are leaving lunch at reception so they pick it up on the way to lunch.  

Communication Expectations
It is important to us that when you have questions or concerns we are prompt in responding.  HISD and Roberts uses a 48-hour communication policy.  When you email your child's teacher, you should get a response within 48 school day hours.  In other words, if you email on Monday, you should get a response no later than Wednesday.  If you email on Friday, you should get a response no later than Tuesday. 

If you find that you have not received a response within the allotted time, please send the email again, but also include me on the email (rgraves1@houstonisd.org).  I will follow up with the teacher to ensure you get a response. 

Rarely, parents may feel like the answer they have received from a teacher isn't just right, and need another opinion or additional support.  The school administration is on hand to assist in those situations.  Please feel free to email me if you are not able to solve a challenging situation with your child's teacher.


Spotlight on IB:
Approaches to Teaching and Learning
excerpt from Toward a Continuum of International Education
 
For the sake of clarity the approaches to teaching and learning are described under three headings:
  • learning how to learn  (last blog post)
  • structured inquiry (this blog post)
  • critical thinking  (more on this in upcoming post)
In reality these categories overlap and describe complementary approaches.

Structured Inquiry
The IB learner profile states that IB learners strive to be "inquirers", describing the process as developing natural curiosity together with the skills needed to enable them to become autonomous lifelong learners.  Inquiry involves an active engagement with the social and physical environment in an effort to make sense of the world, and consequent reflection on the connections between the experiences encountered and the information gathered.  Inquiry involves synthesis, analysis and manipulation of knowledge.  Structured inquiry describes the strategies and supports that teachers use to facilitate student inquiry that is purposeful and production. 

Depending on the context, students are expected to explore significant issues by formulating their own questions or seeking answers to prescribed ones.  All three programmes (PYP, MYP, DP) expect students, in an age-appropriate way, to be able to:
  • design their own inquiries
  • assess the various means available to support their inquiries
  • proceed with research, experimentation, observation and analysis that will help them in finding their own responses to the issues and in solving problems.
The starting point is students' current understanding, and the goal the active construction of meaning by building connections between that understanding to a new and deeper level of understanding.  This often involves many of the following activities:
  • speculating, exploring, questioning
  • making connections between previous learning and current learning
  • researching
  • developing and testing theories
  • collecting data, reporting findings and constructing explanations
  • clarifying existing ideas and reappraising perceptions of events
  • identifying assumptions
  • taking and defending a position
  • solving problems in a variety of ways
  • analysing and evaluating
  • considering alternative explanations
The approach to inquiry between the programmes shifts from a transdisciplinary model (content areas integrated) in the PYP to a more disciplinary approach (emphasis on content areas in isolation) in the MYP and DP.  Students must be taught the skills, strategies and knowledge needed to be effective inquirers, in developmentally age-apropriate ways, throughout the continuum. 

Intent to Return
By now you should have received your child's intent to return.  Please help us plan for next year by returning it with a current electric bill. 

+Works Parent Survey
Each year we want to evaluate the effectiveness of our work in a variety of areas.  We contracted with +Works last year to help us develop a community-wide approach to reducing bully-type behaviors.  Part of their work is to help us gather information and develop priorities for our school improvement plan.

Last year many of you took time to give us feedback on our work toward reducing and eliminating bully behaviors by encouraging students to be upstanders.  Students in grades 3-5 will be completing our annual +Works survey at school this week.  Please take some time to give us feedback on the work we've done this year and the effects of that work.    https://www.research.net/s/2013robertsparentguardian
Let me remind you about some things that took place this year as part of our work:
  • Two week IB planner to set classroom culture at the beginning of the year
  • Implementation of the Bullydozers Student Coalition to identify and impact areas of concern
  • Identification of hot spots for bullying, shared with teachers for better monitoring in bathrooms and recess
  • Peace rally and bullydozer pledge
  • Designation of peace bench at recess
Have a great week!